A Study Of Teaching For The Whole Book Of The Water Margin In Junior Middle School

With the development of the Chinese curriculum reform,the whole book reading has gradually attracted widespread attention from the educational circles.The whole book reading is designed to increase students' reading quantity,improve their reading ability,and cultivate their reading habits,so as to improve their core quantity of Chinese subject and inherit the excellent traditional culture of the motherland.However,there are some problems in reading the whole book,such as improper reading methods,lack of reading initiative,and simplified and fragmented reading.This is relevant to teachers' weak awareness of guidance and improper methods.How to stimulate students' interest in reading,ensure the effective promotion of reading,and improve the reading effect of students are the key problems to be solved in this thesis.This thesis takes The Water Margin as an example.According to the current teaching situation of the whole book reading of The Water Margin in junior middle school,the problems are summed up and the reasons are analyzed.and then,the teaching strategies of the whole book reading of The Water Margin in junior middle school are proposed,which are expected to be the positive and useful references for front-line teaching.In addition to the introduction and conclusion,this thesis consists of four chapters.The first chapter mainly compiles the writing concept of Chinese teaching materials in junior middle school and the significance of reading The Water Margin according to the reading requirements in the Compulsory Education Chinese Curriculum Standard(2011 Edition),and analyzes the necessity of the whole book reading of The Water Margin in junior middle school Chinese.And its feasibility is analyzed from two aspects: the psychological development of junior middle school students and the social acceptance of The Water Margin,which providing a theoretical basis for the following.The second chapter is about the collection of the problems which existing in the whole book reading teaching of The Water Margin in junior middle school through questionnaires.The reasons for these problems are also analyzed from the perspective of teachers and students in this chapter.The third chapter mainly designs the teaching goals of the whole book reading of The Water Margin in junior middle school,which based on the junior middle school curriculum standard,academic situation and the characteristics of the novel itself.Then,according to the teaching goals,the researcher selects four aspects as the teaching contents,namely,the classic characters,storyline,language features,and connotation in The Water Margin,which provides a reference for the exploration of teaching strategies in chapter four.The fourth chapter is the focus of this article.It mainly elaborates the strategies of the whole book reading teaching of The Water Margin in Junior Middle School with relevant cases.The teaching strategies are mainly discussed from three aspects: "building a 'bridge' to eliminate the gap between students and classics","connecting inside and outside of class to ensure effective reading" and "using topical discussions to integrate reading achievements and improve reading effect.